This free book is written for people who are interested in helping children improve their problem solving skills through use of games. The goal is to help students of all ages get better at problem solving “across the curriculum.” In teaching about problem solving, the book draws on both off-computer and on-computer games.

The intended audience includes preservice and inservice teachers, parents and grandparents, and all others who want to learn more about how games can be effectively used in education. The book includes a number of activities for preservice and inservice teachers, and a number of activities to use with K-12 students.

This free book is written for people who are interested in helping children improve their problem solving skills through use of games. The goal is to help students of all ages get better at problem solving “across the curriculum.” In teaching about problem solving, the book draws on both off-computer and on-computer games.

The intended audience includes preservice and inservice teachers, parents and grandparents, and all others who want to learn more about how games can be effectively used in education. The book includes a number of activities for preservice and inservice teachers, and a number of activities to use with K-12 students.

This book focuses on the objective and subjective ways in which people arrive at and then act out decisions. The concepts of objective validity and subjective credibility play important roles in this determination.

Objective validity emerges out of rational research-based processes. The word valid is used in two somewhat different ways:

Valid concepts, conclusions, or measurements are logically or factually sound. They are based on good reasoning, information, or judgment.

A research instrument or test is considered valid if it measures what it is purported to measure.

Subjective credibility focuses on a belief that a person who made an allegation about a phenomenon is believable and can indeed be trusted with reference to the allegation.

This book explores the validity and credibility challenges that 21st century students and adults confront as they cope with this flood of information coming from the global reach of the Internet and the rapidly increasing number of television channels and radio stations. Students must learn to recognize the bias that individuals or advocacy groups reflect in their materials.

This book focuses on the objective and subjective ways in which people arrive at and then act out decisions. The concepts of objective validity and subjective credibility play important roles in this determination.

Objective validity emerges out of rational research-based processes. The word valid is used in two somewhat different ways:

Valid concepts, conclusions, or measurements are logically or factually sound. They are based on good reasoning, information, or judgment.

A research instrument or test is considered valid if it measures what it is purported to measure.

Subjective credibility focuses on a belief that a person who made an allegation about a phenomenon is believable and can indeed be trusted with reference to the allegation.

This book explores the validity and credibility challenges that 21st century students and adults confront as they cope with this flood of information coming from the global reach of the Internet and the rapidly increasing number of television channels and radio stations. Students must learn to recognize the bias that individuals or advocacy groups reflect in their materials.

I find it interesting to look at current aspects of Information and Communication Technology (ICT) in education from the point of view of high tech/high touch. The capabilities of ICT systems have grown by a factor of perhaps 10,000 or more since the Tofflers wrote The Third Wave. ICT has been a major change factor in our society and in the world. A gradual pattern of “tech” versus “touch” has emerged. ICT (the “tech”) has speeded up and/or facilitated increased automation of many tasks and problem-solving activities. People often draw an analogy with how the machines of the industrial revolution changed the nature of physical work. The machines of the ICT revolution are changing the nature of mental work. In combination, the industrial revolution and the ICT revolution are significantly changing the nature of the work that people do. And, of course, they are changing the standard of living, formal and informal education, and many other aspects of our lives.